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The Effect of Picture Story Book
Based on Scientific Approach with Discovery
Method on Collaboration Attitude of
Elementary Student
1st Fitria Fatmawati
Basic Education
Yogyakarta State University
Yogyakarta, Indonesia
2nd Zuhdan Kun Prasetyo
Science Education
Yogyakarta State University
Yogyakarta, Indonesia
Abstract— The collaboration attitude is essential to
be accustomed to the students so that the student can
work well with others in the future. The collaboration
attitude is also required to meet the demand of learning
and innovation skills in the Industry 4.0,which
emphasizes that students should have good collaborative
skills. Unfortunately, the empirical foundation states
that the collaboration attitude of the elementary school
students has not been developed properly.Therefore, the
objective of this study was to improve the collaboration
school attitude of the elementary school students. This
study aimed to investigate the effect of using the picture
storybook based on a scientific approach with discovery
method on the collaboration attitude in learning and the
different influence of the storybook compared with two
other scientific books (AAB and 2013 Curriculum
book) on the collaboration attitude. The subjects of the
study were 81 third-grade elementary school students in
Gunung Kidul District, Yogyakarta. Data was collected
using observations and questionnaires. Data were
analyzed using ANOVA. The results of this study show
that the picture storybook based on a scientific
approach with discovery method gave a higher positive
influence compared to AAB and 2013 Curriculum
book. In other words, the use of the picture storybook
based on a scientific approach with discovery method is
effective as a learning resource book to improve the
collaboration attitude of elementary school students.
Keywords— picture story book, collaboration attitude,
elementary students.
I. INTRODUCTION
The changing transition of industrial development
4.0 influences many aspects of life, including
education. The Indonesian Government has
established the Law No. 2- of 2003 on National
Education System, particularly on Article 3 which
discusses the functions and objectives of national
education. The core competencies emphasized in the
21st-century are learning and innovation skills, digital
literacy, and life and career skills [1]. Learning and
innovation skills consist of critical thinking skills,
creativity, communication, and collaboration [2].
Logical consequences that occur when the
competence is achieved are the increasing wealth and
security of the nation in facing 21st century challenges
in various fields and competing with other countries.
Therefore, improving the quality of education and
teaching in Indonesia, especially in elementary school
is essential to produce human resources, who are
superior and quality in every era. One of the
applications of the scientific approach in 2013
Curriculum is making the student to solve a problem
in groups. This can be used as a solution to overcome
the low level of collaboration attitude. In fact,
although the scientific approach has been
implemented by third-grade elementary school
teachers in Wonosari,Yogyakarta.This did not bring a
positive effect on elementary school students’
collaboration attitude. The tendency of students to
group with their friends and refusing to group with
other students show the student's selfishness and the
low level of collaboration attitude. Hence, it is
essential to familiarizethe collaboration attitude
withthe students as early as possible. Improving the
collaborative skills of students is significantly
influenced by the ability to communicate well [3]. By
making the elementary students learning groups
regularly,they will learn to develop their
collaboration attitude and train students to the other
group members in completing [4]. Students who have
a good collaboration attitude can solve problems in
group work easily [5], [6], [7].
In another study, three elements that affect
children's attitudes are books, magazines, and
learning materials in the family environment [8]. The
book serves as a visual aid to illustrate the concepts
described in the text that can help students to
understand scientific concepts [9]. Books are often
used by teachers or parents as a source of knowledge
and tools in the learning process of children. In the
2013 Curriculum, the book used during the study is
4th International Conference on Teacher Training and Education (ICTTE 2018)
Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Advances in Social Science, Education and Humanities Research, volume 262
345
the thematic book of the 2013 Curriculum in the form
of teacher books and student books. In addition to the
2013 thematic curriculum, teachers can also use other
supplementarybooks in the learning process. The
supplementarybook is a book that contains learning
materials that match the learning theme in the 2013
Curriculum. Moreover, the supplementary book also
must meet the requirements as stipulated in Ministry
of Education and Culture Regulation No. 8 of 2016
on Books Used by Education Units. The regulation
explains that the book used by an education unit is
composed of textbooks and non-text books that are
attractive, easily understood, have a high degree of
legibility, and they fulfill the values relevance and
prevailing in the community. One of the
supplementary books that teachers can use is a
science-based illustrated storybook with discovery
method written by Anisa Yulistia.
A picture storybook based on a scientific
approach with discovery method is a book adjusted to
the intelligence level of elementary school children in
terms of pictures, stories, and other contents. This
book contains stories with lesson materials, which
encourages students to perform activities in a
scientific approach with discovery methods to
improve the collaboration attitude of third-grade
elementary school students. The picture storybookis
expected to influence the collaboration attitude of
third-grade elementary school students. In addition to
using the storybook, this study also used the authentic
assessment book (AAB) and 2013 Curriculum book
to find out which book had the most significant
influence on student collaboration attitude. The 2013
Curriculum book and AAB are scientific-based
approach books with an authentic and activity-based
assessment. The learning theme used wasthe seventh
theme, namely ‘Energy and Its Changes’. This theme
was selected because many learning activities in this
theme are in the form of group experiments.
Therefore, it was used to measure the effect of the
book on the student collaboration attitude.
The research problems were (1) whether the picture storybook based on a scientific approach with discovery method affects the student collaboration attitude, and (2) how the influence of the storybook differs from the AAB and 2013 Curriculum book. Therefore, through learning through picture book based on a scientific approach with discovery method, students are expected to develop collaboration attitude.
II. LITERATURE REVIEW
A. Picture Story Book based on Scientific Approach
with Discovery Method
The picture storybook based on a scientific
approach with discovery methodused in this study is
written by [10]. This book has an integrative thematic
design on several subjects. This book is adjusted to
the intelligence level of elementary school children in
terms of pictures, stories, and other contents.This
book contains stories with lesson materials, which
encourages students to perform activities in a
scientific approach with discovery methods to
improve the collaboration attitude of third-grade
elementary school students
A picture storybook helps children's learning process and builds their thinking skills, perceptions and interpretations of the environment, and fostering their sensitivity to the environment [11]. A storybook that contains a continuous story about the daily life is very useful in a discussion so that students can comment on their daily lifewhile also preparing students for their future [12], [13]. The choice of the story can be adapted to the material to be discussed in the lesson, for example, electrical or forces in the science subject. The story content should contain questions that can stimulate students to find out the answer [14]. Several benefits that students gain through learning using picture storybooksare: (1) learning using picture storybooks helps low-grade students to understand and implement the learned material [15]; (2) learning using picture storybooks helps students to learn about new vocabularies receptively and expressively [16], [17]; (3) graphic design elements and written text broaden the perspective of students in understanding important texts or instructions [18] and (4) a picture storybookhelps students to develop scientific information and present evidence based on scientific information, and it helps teachers to facilitate cognitive and affective involvement of the student with literacy and science [19].
B. Other Supplementary Books
Other supplementary books used in this study
were the 2013 Curriculum book and the authentic
assessment book (AAB). The 2013 Curriculum book
is a textbook compiled by the government for
elementary school teaching. The 2013 Curriculum
book consists of teacher books and student books. It
contains a variety of learning materials and practice
questions that are packed in integrative thematic from
several subjects into one learning theme. One
learning theme consists of 3 – 4 subthemes of
learning, and each subtheme has sixlessons.
The authentic assessment book (AAB) is a book
developed to help teachers implement the 2013
Curriculum. The book is presented in accordance
with the Government's 2013 thematic textbooks by
accommodating concept exploration, activities,
practice, and assignment. The main purpose of AAB
presentation is to help students to carry out the
scientific learning process and help teachers to do an
authentic assessment [20]. The AAB is similar to the
2013 Curriculum book that consists of one theme
which is then divided into 3 – 4 subthemeswith each
subtheme has six lessons. Characteristics of the
AABare: based on scientific learning, supplemented
with authentic assessment sheets and written test.
Advances in Social Science, Education and Humanities Research, volume 262
346
C. Collaborative Attitude
A collaboration attitude is a combination of
individual attitudes formed based on a mutual
commitment that is manifested in the form of a group
attitude and behavior in accordance with procedures
to obtain benefits and achieve common goals [21].
Cooperative-oriented learning activities can increase
students' understanding of the material, as students
have the opportunity to exchange knowledge in the
form of opinions, ideas, or thoughts.Engaging with
others can open opportunities for evaluating and
improving students’ understanding [22]–[24]. Some
educators have realized that learning that develops
students who are smart, critical, and creative and able
to work together in solving daily life problems is
essential [25]. This is because, during the learning
process,the learners put more emphasis on learning
about a thing rather than learning how to be. The
collaboration attitude based on active, student-
centered learning is reflected in new experiences
during group work by giving feedback to group
members [26]. It provides an understanding that
student-centered learning with teachers as the
facilitators develops a mental framework built on the
basis of prior knowledge, enabling group learning and
interaction. Some aspects that reflect the
collaboration attitude are (1) group ability; (2)
intimacy and sincerity; and (3) the ability to do group
work [27], [28]. Teachers can develop student
collaboration by encouraging individual
independence and accountability, grouping
heterogeneously, fostering a sense of shared
leadership, asking students to share responsibilities
with each other in task work, teaching social skills
directly, observing and intervening, and helping the
group to process its effectiveness [29]. This study
used group activity-based books to analyze their
effect on the collaborationattitude.
Hypotheses in this research were: 1) The picture
storybook based on a scientific approach with
discovery method have a positive and significant
effect on the collaboration attitude of third-grade
elementary school students, and 2) There is a
different effect of the storybook, 2013 Curriculum,
and AAB on the collaboration attitude of third-grade
elementary school students.
III. METHOD
This was a quantitative study with a quasi-
experimental approach. The study used a pre-testpost-
test nonequivalent control group design. The study
design according to [30] is illustrated in Figure 1.
The study population was all third-grade
elementary school students in Wonosari in 2017/2018
academic year. The samplingused the simple random
sampling technique, by choosing the required
participants toobtain class III A, B, and C of
Wonosari I elementary school as the study sample.
The respective experiment class 1, 2, and 3 were class
III A, B, and C with 27 students in each class. Thus,
the total number of students was 81 students. The
treatment of study subjects is presented in Table 1.
Table 1. Research Sample No Kind of
Class
Amount of
student
Treatment
1 A 27 Experiment 1 (with Picture Story Book)
2 B 27 Experiment 2 (with
curricullum
2013 book )
3 C 27 Experiment 3 (with AAB
book)
Total 81
The data was collected via questionnaires (non-
test). The questionnaireswere used to know the
respondents’ opinion on the collaboration attitude
during learning. Questionnaires were given
twice,once at the beginning of the study along with
the pre-test and the other one at the end of the study
along with the post-test. The collaboration attitude
was measured using questionnaires given before (pre-
test) and after (post-test) treatment. The preparation
of the collaboration attitude tablewas based on the
opinions of [29] and [28], which state that the
collaboration attitude includes group ability, and
intimacy and ability to do group tasks. The
collaboration attitude table is presented in Table 2.
Table 2. Collaboration Attitude No Aspect Indicators
1. Group ability a. Work effectively 2. Intimacy a. Compromised with other in
group
b. Giving attention to group
3. The ability to do group work
a. Responsible for all group task
b. Respect for opinions from
other
The first research problem of whether the picture
storybook based on a scientific approach with
discovery methodaffects the student collaboration
attitude was answered with the paired-sample t-test.
Meanwhile, the second research problem of how the
influence of the storybook differs from the AAB and
2013 Curriculum bookwas answered with ANOVA.
A. Result
The prerequisite assumption test was performed
prior to hypothesis testing of collaboration attitude
for experimental groups1, 2, and 3. Assumption test
was done through normality test using the
Kolmogorov-Smirnov test, and homogeneity test
using Lavene test. The result shows that the data was
homogeny and distributed normally because both of
the significant valueswere greater than 0.05.
Grup A RO1 ------------ X01 ------------ O2
Grup B RO3 ------------ X02 ------------ O4
Grup C RO5 ------------ X03 ------------ O6
Advances in Social Science, Education and Humanities Research, volume 262
347
The study used the paired t-test to analyze the
mean of collaboration attitude before (pre-test) and
after (post-test) treatment. The results of the paired t-
test are presented in Table 3.
Table 3. Sample Paired Test
Data Condition Mean Sig. t
Class A
(Picture
story
book)
Pretest
-
6.87593
0,000
-
7.215
Signifikan
(p<0,05) Postest
Class B
(K13)
Pretest -
6.80198
0,000
-
6.676
Signifikan
(p<0,05) Postest
Class C
(AAB)
Pretest -
6,66617 0,000
-
4,166
Signifikan
(p<0,05) Postest
The results show that the Ha1, Ha2and Ha3hypotheses were accepted because the significance values 0.000 were smaller than 0.05 (p= 0.000< 0.05). Thus, the storybook, the 2013 Curriculum book, and AAB had a positive and significant effect on collaboration attitude of third-gradeelementary school students. It also means that the mean between pre-test and post-test in the three classes had different outcomes in which scientifically based book-based illustrated storybooks using discovery methods show the storybook had a higher mean increase from pre-test to post-test than the 2013 Curriculum book and AAB. The next test was the univariate test or ANOVA to answer how the influence of the picture storybook differs from the AAB and 2013 Curriculum book The ANOVA test results are displayed in Table 4.
Table 4. ANOVA
Sum of
Squares
df Mean
Square
F Sig.
Between
Groups 583.531 2 291.765 11.405 .000
Within
Groups 1995.473 78 25.583
Total 2579.003 80
The ANOVA test results show that the
significance value (0.000) was smaller than 0.05;
thus,the H0was rejected. Therefore, there was a
meaningful difference effect from the use of the
storybook, AAB and 2013 Curriculum book on
collaboration attitude of third-grade elementary
school students. The next step was the tests of
between-subjects effects.
Table 5. Tests of Between-Subjects Effects
Source Type III
Sum of
Squares
df Mean
Square
F Sig. Partial
Eta
Squared
Kelas 583.531 2 291.765 11.405 .000 .226
a. R Squared = .226 (Adjusted R Squared = .206)
Based on the result of the univariate test analysis
using tests of between-subjects effects at post-test
value,the Fcalcof collective collaboration attitude
variable was 1.313 with the significance of 0.000,
which wassmaller than 0.05 (p <0.05). These values
indicate that the three books had the same effect on
the collaboration attitude of third-gradeelementary
school students. The effect of all three books together
on the student collaboration attitude is shown in the
partial eta squared column of 0.226. To analyze the
influence of each book on student collaboration
attitude, Tukey's test is presented in Table 6.
Table 6. Tukey's test
(I) Collaboration
(J)Collaboration Mean Difference
(I-J)
Std. Eror Sig.
Class A Class B 6.2098* 1.37660 0.00
Class C 4.9751* 1.37660 0.02
Class B Class A -6.2098* 1.37660 0.00
Class C -1.2347 1.37660 0.64
Class C Class A -4.9751* 1.37660 0.02
Class B 1.2347 1.37660 0.64
Based on observed means.
The error term is Mean Square (Error) = 25.583
*. The mean difference is significant at the 0.05 level.
The storybook’s significance value of the
collaboration attitude variable on class B and C were
0.000 and 0.002, respectively. This means that the
storybook had a significant effect on collaboration
attitude compared to the 2013 Curriculum book and
AAB. The collaboration attitude value of the
storybook was 6.2098 times greater than the 2013
curriculum book and 4.9751 times greater than the
AAB. As can be seen in the Tukey test results in
Table 6, the storybook had the greatest influence on
collaboration attitudecompared to the 2013
Curriculum book and AAB.
B. Discussion
The paired t-test resultsshow that on the variable
of collaboration attitude: Ha1, Ha2, and Ha3 were
accepted with significance value 0.000 (sig = <0.05).
This means that the mean between pre-test and post-
test in class A, B, and C was different on the
collaboration attitude variable. Based on the ANOVA
analysis, the combination of the storybook, the 2013
Curriculum book, and AAB had a positive effect on
the collaboration attitude, but with different degree of
influence. Based on Tukey's test result, the mean
difference of the storybook was 6.2098 times larger
than the 2013 Curriculum book and 4.9751 times
larger than the AAB.
The collaboration attitude is the cooperation
behavior of someone for others to achieve certain
goals more quickly. Based on the analysis results,the
picture storybook based on a scientific approach with
discovery method had a positive and significant effect
on the collaboration attitude of third-grade
elementary school students. This could be caused by
the fact that the storybook presents activity-based
learning to help teachers and students to complement
and enrich material from various sources and learning
activities
Advances in Social Science, Education and Humanities Research, volume 262
348
The cooperative-oriented learning activities can
increase students' understanding of the material, as
students have the opportunity to exchange knowledge
in the form of opinions, ideas, or thoughts.Engaging
with others also can open opportunities for evaluating
and improving understanding. This is similar to
Lakoy's (2015: 983) view that collaboration with
other students can be demonstrated by the ability to
work effectively, the inclination of compromise to
achieve common goals, creating a shared sense of
responsibility for collaborative work, and having
respect for the opinions of other group members.
Collaboration can be defined as a skill of team
work. Teamwork or collaborative was identified as
one of eleven essential learning outcomes in the
seminal AACU report College Learning for the New
Global Century [31]. However, an important aspect
of collaborative work is its group formation [32].
Over the years, several methods of collaborative
group formation have been proposed by the
researchers. These have been implemented from the
learner as well as instructor point of view. The
simplest way of doing this is to let the learners choose
their own groups [33]. It has been found that in this
case, learners tend to chose groups based on
friendship rather than background learning. These
groups generally contain learners with similar
collaborative skills and knowledge levels.The
learning in this study was designed in groups. Each
class was divided into five small groups. Experiments
were done to develop student collaboration attitude.
The experiments had has a positive impact on
students' understanding of others. Therefore, the
collaboration attitude can be measured through the
observation of student interaction. Some other aspects
that reflect the collaboration attitude are (1) group
ability; (2) intimacy and sincerity; and (3) the ability
to do group work [28]. The analysis results show that
the mean was increased from pre-test to post-test,
with the highest student collaboration attitude was
achieved by class A, followed by class B, and lastly,
class C. In this study, assessmentof the student's
collaboration attitude was done by combining the
results of self-assessment questionnaire, assessment
between friends, and researchers’ observations.The
results then divided by three to obtain themean of the
collaboration attitude. The overall mean score of each
indicator shows the increase from pre-test to post-test.
Learning using scientific approach can create a
symmetrical relationship between teachers with
students and students with students. The scientific
approach encourages students to be more independent
but not selfish and can face and think critically when
solving problems [3]. Therefore, the scientific
approach could help students to develop their
collaboration attitude. However, it takes more time
and effort from the teacher to condition the students
to get the students used to collaboration. The teacher's
role in facilitating the student's collaboration attitude
is by focusing on the student's practices or
experiments. The practices can be used to measure
the number of conscious interactions that teachers
made to small groups of students, as well as the
interaction between students and groups of students.
In conclusion, the book that gives apositive effect on
the collaboration attitude is the picture storybook
based on a scientific approach with discovery
method.
IV. CONCLUSION
1 There was a positive and significant influence of
the use of the picture storybook based on a
scientific approach with discovery methodon the
collaboration attitude of third-grade elementary
schoolstudents. This is shown by tcalc value of
the storybook in Class III A, which reached
7.215 for df = 26 at 5% significance level of
6.87593. From the experimental class, the p-
value is less than 0.05 (p = 0.000 <0.05).
2 The combination use of the storybook, the 2013
Curriculum book, and the authentic assessment
book showed the difference effect on
collaboration attitude of third-grade elementary
school students. This can be seen from ANOVA
test results that showeda p-value smaller than
0.05 (p = 0.000 <0.05). In addition, based on the
Tests of Between-Subjects Effects on the post-
test value, the three books had the same
interaction effect on collaboration attitude of
third-grade elementary school students. The
effect of all three books together was 0.226.
However, the picture storybook based on a
scientific approach with discovery methodhad
the highest influence compared to the 2013
Curriculum book and the authentic assessment
book.
ACKNOWLEDGMENT
This research was supported/partially
supported by LPDP (Lembaga Pengelola Dana
Pendidikan) and Postgraduate of Yogyakarta State
University esspecially majoring in basic eduction.
The research presents his sincere appreciation goes to
my advisor Mr. Zuhdan Kun Prasetyo this research
would not have been possible without the help,
support and patience for his supervision, advice, and
guidance from the very early stage of this research as
well as giving me extraordinary experiences
throughout the past few years.
I gratefully thank to the principal of
elementary school in Gunung Kidul for allowing me
to conduct the research there. Also to the Third grade
teachers in that school Ms. Trini, Ms. Fitria, and Ms.
Yanik for allowing me to conduct my research in her
class. I could never have finished this without your
great guidance.
Advances in Social Science, Education and Humanities Research, volume 262
349
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